MNPEF - Dissertações
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/32
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Item O ensino da física moderna na relatividade usando o GPS como ferramenta didática(2024-10-30) Souza, Cristian Maria Costa de; Salmon, Dr. Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Araújo, Ijanílio Gabriel de; http://lattes.cnpq.br/5720717332159949; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302This dissertation aims to contribute to the teaching of GPS in Modern Physics, through the creation, implementation and evaluation of a didactic sequence based on the Potentially Meaningful Teaching Unit (UEPS), using as a basis the theory of Meaningful Learning by David Ausubel and the model proposed by Marco Antônio Moreira. The research was carried out in four classes, three in the second year and one in the third year of the high school, at the Sérgio Mendonça de Aquino State School, located in the rural area of the village of Novo Remanso, in the municipality of Itacoatiara. The main objective was to awaken students’ interest in understanding how GPS works, a technology so present in everyday life. In order to achieve this objective, various teaching resources were used, such as videos, questionnaires and practical activities, following the steps recommended by the National Professional Master’s Degree in Physics Teaching (MNPEF). Throughout the application of the educational product and the production of this dissertation, many learning moments were found and, as a result, the expected success was achieved. The students’ interest in understanding how GPS works was awakened and they were able to see the applicability of this technology in their daily lives. In this context, Ausubel’s Meaningful Learning approach and the model proposed by Moreira proved to be extremely effective in the teaching and learning process, by promoting the connection of students’ prior knowledge with the content covered and relating this content to everyday situations. The didactic sequence based on meaningful learning allowed a more contextualized and meaningful approach to the topic, favoring students’ understanding and contributing to their engagement in the study of Modern Physics. Based on the results obtained, it is hoped that this work can serve as a reference and inspiration for other educators who wish to teach GPS more effectively, arousing students’ interest and curiosity, as well as promoting more meaningful learning.Item Uma proposta de sequência didática para os pontos quânticos no ensino médio(2024-02-26) Silva, Carla Caroline Melgueira da; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642; Abreu, Eduardo de Paula; http://lattes.cnpq.br/0700686863328906; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302This proposed didactic sequence on Quantum Dots was applied to a 2nd grade high school class, made up of 44 students in the year 2022 and the last part of this didactic sequence was applied to that same class, already in 3rd grade of high school in 2023, in the morning shift, at a Public School in Manaus. This didactic sequence required five (05) classes lasting 50 minutes each, the objective of which was to provide students with an understanding of the topic of quantum dots and their applications in the development of new technologies in various areas. To prepare this didactic sequence, several didactic resources were used to facilitate students' learning throughout classes, such as the use of slides, short videos on the topic covered, the use of scientific articles and materials from technology websites that address this topic, a conversation with students so that they could explain what they learned about quantum dots and their applications in everyday life. The students were divided into several teams, with a maximum of five members, and a digital game called Show do Milhão dos QDs was created for this approach. The framework adopted in this work was David Ausubel's Meaningful Learning Theory (TAS) and the approach used in this didactic sequence was the Science, Society, Technology and Environment (CSTA) approach, with the aim of showing how the use of technology points Quantum technology can help solve problems faced by society. Information on students' knowledge regarding this topic was collected through two questionnaires, an initial questionnaire consisting of four open questions, to determine whether there was any prior knowledge on the part of these students regarding this topic, in addition to a final questionnaire consisting of five open and closed questions, with the aim of verifying whether there was an evolution in the learning process in relation to this topic. In addition to the proposal for the digital game “Show of the million QDs”, to assist in the learning process of the students involved in this approach, an evaluation questionnaire for this digital game was also used, present in the didactic sequence.Item Ensino de física contemporânea: a história da nanotecnologia utilizando o método Peer Instruction(2023-03-03) Medeiros, Erickson Morais de; Adão Neto, Minos Martins; Adão Neto, Minos Martins; Hirsch, Luciana Rocha; Silva Filho, Wnaderley Vitorino daNanotechnology is a branch of inter and multidisciplinary science, therefore it enables various topics to be covered in the classroom. This work aims to explore the History of Nanotechnology, through the use of the Theory of Didactic Transposition, Chevallard, and making use of active methodologies, notably Peer Instruction, and its theoretical contributions such as Vygotsky and Ausubel's Learning Theories. We elaborate a Didactic Sequence based on this methodology, created by Eric Mazur, and evaluated with the Hake Gain methodology, which is a standardized measurement that serves as a basis of comparison between two states or learning times. Due to the problems caused by the Covid-19 Pandemic, the Educational Product created for this dissertation has characteristics of hybrid classes, but was applied online in your totality. With the health problems, the student group had the participation of seven volunteer students from IFAM (Campus Manaus and Campus Itacoatiara), forming a heterogeneous group where many did not know each other. The obtained results in the application of the Educational Product were satisfactory, since the average gain was 0.5 (Hake Normalized Gain), but due to the wrong choice of a question (type of question), which led students into error, this gain would perhaps be better.Item Sequência didática voltada a tópicos de astronomia e astronáutica(2023-01-16) Marques, Railson Caxeixa; Sousa, José Ricardo de; Sousa, José Ricardo de; Pacheco, Vanusa Bezerra; http://lattes.cnpq.br/9728640081222445; Silva, Lúcio Fábio Pereira da; http://lattes.cnpq.br/8596952901602143This work intends to present and propose a Didactic Sequence focused on topics of Astronomy and Astronautics with an emphasis on Newton's laws, as these sciences when applied in Physics classes, they promote the development of activities significant; The development of the educational product was based on the Theory of Teaching and Learning by David Ausubel and the use of methodological resources such as the history of Physics, workshops, use of stellarium and excel which are fundamental to bring students closer to the topic; The SD application targeted a 1st year high school class at a full-time state school in municipality of Coari, state of Amazonas, and its activities were carried out during the period of the Covid 19 Pandemic with face-to-face classes, where teachers and students were already immunized with one dose of the vaccine; For the study of data collected we use the qualitative and quantitative approach with performance analysis by male and female gender and as a result the final questionnaire consisted of that students have assimilated the proposed concepts, for the teacher SD promotes organization of the teaching and learning process.Item Abordagem do efeito fotoelétrico no ensino médio: uma sequência didática como estratégia(2023-08-04) Pinheiro, Ariane Gonçalves; Azevedo , José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Azevedo , José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Amazonas, Márcio Andrei Sousa; http://lattes.cnpq.br/0822367858729601; Borges , Denilson da Silva; http://lattes.cnpq.br/7149037835888302Faced with so many available technologies, the discovery of the Photoelectric Effect has its importance for a better understanding of the nature of light, its application made possible better living conditions in society. All in all, this work aimed to approach the theme Photoelectric Effect in the classroom, through a Didactic Sequence as a learning strategy, for high school students, from the perspective of David Ausubel's theory of meaningful learning, so that the student to leave the idea of common sense, and arrive at scientific knowledge. The methodology to be used will be an experience report, that is, a qualitative approach and later theoretically grounded.Item Abordagem teórica e experimental para aplicação da luz como onda ou como partícula nas aulas de física 3 no ensino médio(2023-03-24) Tavares, Paulo; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Oliveira, Paulo Louzada Castro de; http://lattes.cnpq.br/6162675679046553; Guerreiro, Haroldo de Almeida; http://lattes.cnpq.br/1014103626919593This dissertation work contains theoretical and experimental approaches on the behavior of light as a wave or as a particle. The development and application took place at Our Lady Rosary School in person, year 2022 in the month of March, during the times of post-COVID19 pandemic. Despite the difficulties regarding the release of classrooms, due to the pandemic outbreaks, it was possible to successfully complete the project in a class of the 3rd year of high school with only 25 students. Also, for this reason, some extensions and adjustments have been made in the course of product development and application, as since the beginning of the COVID-19 pandemic, schools have been affected in various ways. Overall, the pandemic has had a significant impact on schools, thus making it difficult to apply this work that has as implementation the application of a workshop as an educational product, where students set up an electronic circuit. For these reasons we will have, in the images and in the links of the videos during the application of this work, students and teachers wearing masks for the possible prevention against the virus. With all this care it was possible to apply the activities successfully in the post-pandemic moments following the hygiene protocols. In this work, to approach light as a wave or as a particle, two experimental proposals were constructed in which they were divided into two moments during the application: in the first we built an automatic door in which we will use a sensor that emits and receives infrared waves where it was activated using a code embedded in the Arduin. The other experimental proposal is a workshop where an electronic circuit was assembled, in which it will address the application of the photoelectric effect, and in this circuit we have as main focus the electronic component LDR1, because it is in it that the photoelectric effect occurs. With these two approaches the teacher will be able to explain and apply in an experimental way in the classroom in his physics classes of the 3rd year of high school in the context of the behavior of light as a wave or as a corpuscle. In addition, the use of information technologies gives us necessary tools for teaching physics such as simulators and digital platforms such as the Arduino. The use of simulators, Phet1 for example, are seen more often in the classroom in order to make classes more motivating and participatory. In addition to the demonstrations, this project also aims to understand and apply physics in everyday life and the use and manipulation of electronic components, such as capacitors, resistors, diodes and among others. According to protocols, even in the post-pandemic moment, all components have been sterilized to prevent COVID-19 infections. These applications and adaptations in the methodology together with the tools that this work has, are based on the theory of significant learning of David Ausubel where we associate the practical application with the insertion of digital technologies. The tests and sequential approaches in this work were efficient and feasible, and may be an option for the teaching of modern physics regarding the behavior of light as a wave or as a particle.Item O modelo da sala de aula invertida para a aprendizagem conceitual em termodinâmica básica(2022-12-05) Pacheco, Janaina Bezerra; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Costa, Felipe DenardinThe present work presents a study whose object is the teaching and learning processes about conceptual learning in basic thermodynamics; temperature, heat and change of state. The research subjects were 2nd year high school students from a full-time public school in the city of Parintins. This work aimed to develop a booklet on the subject in question using the model of the inverted classroom, the SAI. The research methodology had a qualitative approach, since the students' responses were investigated in the pre-test, during the experimental activities in the classroom, in the transcripts of student reports and in the post-test. A bibliographic review was carried out on conceptual learning, the scientific concept as a notorious learning difficulty in physics, and the model of the Inverted Classroom (IS). We designed the educational product in the form of a booklet to help the teacher with regard to learning the basic concepts of thermodynamics. As a result, we found evidence that there was conceptual learning of the highlighted subjects. It is noteworthy that the entire development of this work, as well as the implementation of the methodological steps took place in the full context of the Covid-19 pandemic.Item Lei de Faraday: do senso comum a aprendizagem significativa(2022-10-05) Silva, Wilguem Torres da; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Azevedo, José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Mota, Deniz dos Santos; http://lattes.cnpq.br/3632354915141735The construction of scientific knowledge is a process, which begins before the school access, since by family-society interaction and the means of communication provide a vast empirical knowledge of certain physical phenomena. This fact causes future generations to come to school with a range of knowledge, which can facilitate the development of scientific knowledge. But for this to occur it is necessary that the teacher is able to develop the conceptual change of scientific empirical knowledge in scientific. The scientific knowledge of Faraday's Law is important in high school (MS), because even being an arduous process, it provides the student to evidence the interaction of electricity and magnetism, a phenomenon that had long been treated as distinct and, today forms electromagnetism. There are many reasons that show that the discovery of this law was fundamental for the generation and transmission of electricity, the electric motor, electric power transformers and other equipment so present in people's daily lives. Faraday's Law, a great discovery of 19th-century science with all its fascinating historical-social-technological context, has generally not been addressed in high school and higher education (undergraduate course). Due to these factors, the educational product will be applied to serve as a support material for teachers in public and private schools. The educational product consists of a didactic sequence that will be led by David Ausubel's theory of meaningful learning will consist of 6 (six) meetings, and each meeting of 2 (two) moments, but due to the covid-19 pandemic the classes had to be adapted, so the development of the educational product took place in the second half of 2021, period in which the classes came back in person in high school.Item Modelando o ensino de balística por meio do pensamento computacional(2022-09-06) Correa, Thomás Silva; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Costa, Felipe Denardin; http://lattes.cnpq.br/7171227119525859; Rivera, José Anglada; http://lattes.cnpq.br/5724564590431920; Amazonas, Márcio Andrei Sousa; http://lattes.cnpq.br/0822367858729601This dissertation presents the results of a pedagogical intervention mediated by a didactic sequence aimed at teaching ballistics modeled by computational thinking. As a didactic resource, we used the free software PhET whose aim was to favor the concretion of Physics objects. The didactic sequence took into account educational problems obtained in loco. Such learning problems were determined after exploratory research, namely: mathematical difficulties, motivation/interest to learn Physics and the absence of practical classes. All the empirical research and the educational product application was carried out in times of the Covid-19 pandemic, through the remote teaching model. Anyway, as a product, we present a didactic sequence that is malleable, and can be transposed to any curricular subject inherent to Physics. However, even with this difficulty, after applying the product, there was an improvement in the students' performance in relation to the subject.Item Abordagem do fenômeno da supercondutividade na educação básica(2022-10-04) Silva, Daniel Gomes da; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Souza, Maud Rejane de Castro e; http://lattes.cnpq.br/8966791891574956The present dissertation consists of the creation and proposal of using an educational product in the form of a comic book - HQ to help Physics teachers in the introduction of the concepts of superconductivity with high school students. The aforementioned HQ is our authorship consisting of an e-book entitled “Learning about superconductivity with Nando”. It portrays the learning of Fernando, a high school student, regarding the phenomenon of superconductivity and the support of his Physics teachers in helping him along this path. The plot was all built from the Pixton online software. We emphasize that this educational product can be used as an auxiliary means for classes that deal with this subject, in addition to being an alternative way to deal with the subject given the high costs of an experimental approach. The educational product was submitted to a research whose focus can be characterized by qualitative, exploratory and descriptive. The possibilities of learning the theme from the interaction with the proposed e-book were examined. It should be noted that this educational product was applied in times of the COVID-19 pandemic remotely with synchronous and asynchronous activities. The data results were analyzed and discussed in this dissertation. The conclusion is that the learning of the phenomenon of superconductivity can be mediated by the use of comic books.